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14 KaTk Teacherstudents comments on TK.
15 KaKtk Comments on comment on KaTk.
3.3.2.2. Interview
Understanding the world from the subjects’ point of view, unfolding the meaning of people’s experiences, uncovering their lived world prior to scientific explanation are the attempts
of qualitative research Kvale, 1996: 1. Interview can be defined as a conversation with purpose Kahn and Cannell, cited in Marshall and Rossman, 2006. Interview process was done to gain
the necessary data dealing with the research Alwasilah, 2006: 191. Interview was also done to gain in-
depth information that couldn’t be accessed through observation Alwasilah, 2006: 154. The researcher used interview as research instrument to gain the verification and validity of data
gained from classroom observation. Nunan 1992 categorized interviews based on their degree of formality, namely:
structured, semi-structured, and unstructured. Some differences among structured, semi- structured, and unstructed interview can be seen from the following table.
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Table 3.2 The Differences among structured, semi-structured, and unstructured interview
Adapted from Berg, B. L. 2004. Qualitative Research Methods for Social Science 5th ed, p. 79
The interview that was conducted in this study could be seen in the following table. No
Interview Questions 1.
Sudah berapa lama adik belajar bahasa Inggris? How long have you been studying English?
2. Adik suka belajar bahasa Inggris? Kenapa?
Do you like learning English? Why? 3.
Bagaimana menurut adik belajar bahasa Inggris disini? Apakah menyenangkan? Kenapa?
What do you think about learning English here? Is it fun? Why?
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4. Kalau sedang belajar bahasa Inggris di kelas, gurunya berbicara menggunakan
bahasa Inggris terus-menerus atau dicampur dengan bahasa Indonesia? Does the teacher use full English or mixed Indonesian-English when learning
English in the classroom? 5.
Yang mana yang lebih mudah dimengerti menurut adik, guru mengajarkan bahasa Inggris dengan full-English di kelas atau dicampur dengan bahasa Indonesia?
Kenapa? Which one is easier for you, full-English or mixed Indonesian-English learning?
Why? 6.
Apa saja kegiatan yang sering di lakukan di kelas kalau sedang belajar bahasa Inggris?
What activities do you often do in the classroom when learning English? 7.
Bagaimana pendapat adik tentang game yang tadi dimainkan di kelas? Apakah membantu adik dalam belajar?”
What do you think about the game you played in the class just now? Did it help you to learn?
8. a. Apakah gurunya sering menyuruh adik dan teman-teman belajar dan bekerja
dalam kelompok di kelas? Does your teacher often ask you to learn in groups in the classroom?
b. Menurut adik apakah belajar dalam kelompok bisa membantu adik lebih mudah belajar dan berbicara bahasa Inggris?
Do you think group learning makes you easier to learn and speak English?
9. Bagaimana menurut adik tentang cara gurunya mengajar selama ini? Apakah mudah
dimengerti? What do you think about the way the teacher teaches you? Is it understandable?
10. Cara belajar bahasa Inggris yang seperti apa yang adik mau agar adik bisa lebih
cepat belajar bahasa Inggris? What way of English learning do you want to improve your English?
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Table 3.3 Interview Questions In this study, semi-structured interview was used. As it is argued by Berg 2004, in
conducting a semi-structured interview, there are some things that may be done by an interviewer, such as, reordering the questions, adjusting the language, answering the questions,
and adding or deleting probes to the interview. In conducting the interview of the study, the researcher also did those things in order to gain a comprehensible interview data. The
opportunities to change the words but not the meaning of questions provided by a semi- structured interview schedule acknowledges that not every word has the same meaning to every
respondent and not every respondent uses the same vocabulary Treece Treece 1986. Clearly, in this type of interview, validity and reliability depend, not upon the repeated
use of the same words in each question, but upon conveying equivalence of meaning Denzin, 1989. By using semi-structured interview, the interviewer has a general idea of where she
wants the interview to go, and what should come out of it, but does not enter the interview with a list of predetermined questions Marshall and Rossman, 2006.
Barriball and While 1994, p.329 listed some advantages of semi-structured interview which were argued by some researchers. First, it has the potential to overcome the poor response
rates of a questionnaire survey Austin,1981. Second, it is well suited to the exploration of attitudes, values, beliefs and motives Richardson et al. 1965, Smith, 1975. Third, it provides the
opportunity to evaluate the validity of the respondents answers by observing non-verbal indicators, which is particularly useful when discussing sensitive issues Gordon, 1975. Fourth,
it can facilitate comparability by ensuring that all questions are answered by each respondent
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Bailey, 1987. Fifh, it ensures that the respondent is unable to receive assistance from others while formulating a response Bailey, 1987.
In formulating the questions for interview, Bloom taxonomy was used as the fundamental base to compose the questions. Bloom 1956 in Dalton, J. Smith, D., 1986has provided us
with his taxonomy to assist us to compose questions on different levels of thinking. This taxonomy ranges from lower to higher levels of cognitive thinking. These levels are:
1. Knowledge 2. Comprehension
3. Application 4. Analysis
5. Synthesis 6. Evaluation
Dalton and Smith 1986 also provided some useful verbs that could be use to formulate questions on different level
of thinking based on Bloom’s taxonomy as seen in the following table.
Table 3.4. Some useful verbs in formulating questions on different level of thinking based on Bloom’s taxonomy
Adapted from Dalton and Smith, 1986 Knowledge
Comprehension Application
Analysis Synthesis
Evaluation Tell
List Describe
Relate Locate
Write Find
Explain Interpret
Outline Discuss
Distinguish Predict
Restate Solve
Show Use
Illustrate Construct
Complete Examine
Analyse Distinguish
Examine Compare
Contrast Investigate
Categorise Create
Invent Compose
Predict Plan
Construct Design
Judge Select
Choose Decide
Justify Debate
Verify
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State Translate
Classify Identify
Explain Imagine
Argue Recommend
Based on what Dalton and Smith 1986 elaborated about level of thinking in questioning rooted from Brown 1956 in Dalton and Smith, 1986, the interview questions and their levels of
thinking could be seen from table 3.5. In conducting the interview of the study, the researcher reordered the questions, adjusted
the language, answered the questions, and adding or deleting probes during the interview process, in order to gain comprehensible data of the interview. As it is argued by Berg 2004,
in conducting a semi-structured interview, there are some things that may be done by an interviewer, such as, reordering the questions, adjusting the language, answering the
questions, and adding or deleting probes to the interview. The opportunities to change the words but not the meaning of questions provided by a semi-structured interview schedule
acknowledges that not every word has the same meaning to every respondent and not every respondent uses the same vocabulary Treece Treece 1986.
Table 3.5. Interview questions and their level of thinking No
Levels of thinking
Interview Questions
1. Knowledge
Sudah berapa lama adik belajar bahasa Inggris? How long have you been studying English?
2. Knowledge
Adik suka belajar bahasa Inggris? Kenapa? Do you like learning English? Why?
3. Evaluation
Bagaimana menurut adik belajar bahasa Inggris disini? Apakah
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menyenangkan? Kenapa? What do you think about learning English here? Is it fun? Why?
4. Knowledge
Kalau sedang belajar bahasa Inggris di kelas, gurunya berbicara menggunakan bahasa Inggris terus-menerus atau dicampur dengan
bahasa Indonesia? Does the teacher use full English or mixed Indonesian-English
when learning English in the classroom? 5.
Analysis Yang mana yang lebih mudah dimengerti menurut adik, guru
mengajarkan bahasa Inggris dengan full-English di kelas atau dicampur dengan bahasa Indonesia? Kenapa?
Which one is easier for you, full-English or mixed Indonesian- English learning? Why?
6. Comprehension
Apa saja kegiatan yang sering di lakukan di kelas kalau sedang belajar bahasa Inggris?
What activities do you often do in the classroom when learning English?
7. Evaluation
Bagaimana pendapat adik tentang game yang tadi dimainkan di kelas? Apakah membantu adik dalam belajar?”
What do you think about the game you played in the class just now? Did it help you to learn?
8. Knowledge
Comprehension a. Apakah gurunya sering menyuruh adik dan teman-teman belajar
dan bekerja dalam kelompok di kelas? Does your teacher often ask you to learn in groups in the
classroom? b. Menurut adik apakah belajar dalam kelompok bisa membantu
adik lebih mudah belajar dan berbicara bahasa Inggris? Do you think group learning makes you easier to learn and speak
English? 9.
Comprehension Bagaimana menurut adik tentang cara gurunya mengajar selama
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ini? Apakah mudah dimengerti? What do you think about the way the teacher teaches you? Is it
understandable? 10. Evaluation
Cara belajar bahasa Inggris yang seperti apa yang adik mau agar adik bisa lebih cepat belajar bahasa Inggris?
What way of English learning do you want to improve your English?
The interview was conducted to answer the third statement of the problem of the study which was about gaining
students’ responses toward the teaching and learning process. Therefore, the interview focused on gaining the data about how the students gave their opinions
about the teaching and learning they experienced in the class. The interview was recorded and transcribed to be processed in data analysis.Premature judgments about the importance of
content were also made in order to save the time of transcribing the interview Seidman, 115. In addition, it is crucial to understand that transcription is neither neutral nor value-free. As Arksey
Knight 1999wr
ote, “transcriptions are, quite unequivocally, interpretations.”
3.4. Data Analysis
